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It is a matter of great pride that the Institute of Aeronautical Engineering (IARE) is ranked one among the Top 200 best Engineering colleges as per NIRF (National Institutional Ranking Framework), Ministry of Education (MoE), Govt. of India since 2017.

Quality Assurance Questions

1 Defining intended Course and Program Outcomes:

  • What should a student who successfully completes the program know and be able to do?
  • Are the program Educational Objectives (PEOs) of your department aligned to the Mission of the Institution?
  • Are the statements of POs/PSOs relevant to the (a) PEOs and (b) curriculum prescribed by the university?
  • If the POs and PSOs are not aligned or aligned at the low level, what are the efforts by the department to bridge the gaps?
  • How do you ensure that the POs/PSOs align to the requirements of industry/employers?
  • How do you ensure POs/PSOs meet future employment needs of students and assist them acquire meaningful values and social skills?
  • How do the POs/PSOs take care of the holistic development of students?
  • How are the learning outcomes communicated to staff, students, and external examiners/employers/alumni?
  • What is the basis of defining PSOs of your department?
  • Did you seek inputs from faculty, students, alumni and industry/employers while developing and improving PEOs, POs/PSOs? If yes, what mechanism did you use?
  • Have you developed relevant survey questionnaire/focus group discussions questions to seek such inputs?
  • Do you have relevant documentation as evidence for conducting such an exercise
  • Are data from such surveys analyzed so that you can justify your decisions in designing and improving PEOs, PO/PSOs and COs?
  • What is your planned time frame for seeking inputs on COs, PEOs, POs/PSOs for review, improvements and corrective action through direct and indirect method?

2 Identifying curricular gaps and strategy to bridge the gaps

  • Have you mapped your courses with Program Outcomes (PO)/Program Specific Outcome (PSO)?
  • What are the major gaps identified by your department with the university curricula?
  • Is there any PO/PSO that is not addressed at all by university curricula? If yes, provide the PO/PSO? and how do you meet the concerned PO/PSO?
  • What is your justification of considering courses meeting Program/Course Outcome as low, medium and high?
  • Do you consider the courses in the university curricula termed, "low" as adequate to meet your program outcome requirements? if your response is yes, give justification. if your response is no, what are the additional inputs you have included in the curricula to bridge the gaps?
  • Are your courses covering all 6 Cognitive levels of Bloom's Taxonomy? if yes, are there sufficient courses that cover higher level skills of Bloom's Taxonomy? If no, what is the strategy adopted to include topics, subjects, electives that cover higher levels of Bloom's Taxonomy adequately for students to master these skills?
  • Have you mapped your laboratory experiments to POs/PSOs?
  • Which level of Bloom's psychomotor and affective domain do these cover or not cover adequately? State your strategy to bridge the gaps?
  • How do you ensure that the curriculum content enables students to achieve the POs/PSOs?
  • How do you ensure that the design and organization of the curriculum is effective in promoting student learning and achievement of POs/PSOs
  • How do you ensure that the curriculum content and design is adequately informed by recent developments in pedagogy, research and changes in relevant occupational or professional requirements? Do you have adequate documents/evidence to justify?
  • Who do you consult with in identifying curricular gaps and bridging it?
  • What have you learnt from alumni/exit students and employers/industry?
  • How do you ensure that there is agreement on the essential elements of the curriculum?
  • Did you review best practices adopted by other departments in your institution as well as other institutions offering same program?
  • How do you ensure that curriculum continuously remains updated?
  • What are the recent changes in your curriculum?
  • What is the basis for introducing these changes?

3 Designing effective teaching and learning processes

  • How is teaching and learning organized for students?
  • What pedagogical approaches are used by faculty to enhance teaching learning?
  • What strategies are used to stimulate student centric learning in the classroom?
  • What resources/ICT/learning simulation tools are used in teaching and learning?
  • How is the quality of teaching maintained and enhanced? How do you ensure that strategies such as effective staff development, peer review, induction and mentoring are used?
  • How effectively do lecturers use latest technological inputs, research, professional activities in their teaching to fill curricular gaps?
  • Is there any academic support including handbooks, notes, videos and other written documents provided to students?
  • How do you evaluate teaching and learning processes on a regular basis?
  • Do you seek student feedback? How many times do you seek the feedback from students in a semester?
  • What are your key performance indicators or benchmarks?
  • How do you evaluate the courses/programs? How do you calibrate your quality standards?
  • How are the analyses of data done and used for introducing improvements?

4 Developing and using outcome based student assessment  

  • Have you defined key quality performance indicators of your department?

such as comparing student quality at admission time and at graduation time; students performance in first year; students graduating rate with and without backlog; improvements in students' performance who graduated to next year with backlogs; progress of weak students and challenging better performers to challenging tests and assignments?

  • How do you ensure that the assessment processes overall and particular assessment tool used by faculty enables the students to demonstrate achievement of POs/PSOs/COs?
  • How are the POs/PSOs/COs assessment moderated?
  • How do you ensure soundness of assessment tools used?
  • How effectively is the student learning facilitated and improved through formative and summative feedback and monitoring arrangements?
  • How do you monitor progress and use information to improve?

5 Assuring implementation of quality education - significant activities such as  research and services, co- curricular and extracurricular activities to support  program outcome

  • Does the department work collaboratively, involving faculty, to decide on quality assurance parameters?
  • How do you ensure that the COs and POs/PSOs are implemented as per plan and their assessment results are used effectively?
  • How do you inform the stakeholders are informed that the POs/PSOs are consistently met and continuously improved?
  • How do you work together to interpret the results and take appropriate corrective action based on the analysis?
  • How the faculty and the Department do ensure memberships in professional society?
  • How do you ensure and assess extra- curricular activities are planned to meet COs and POs?
  • How do you analyze the impact of extra-curricular activities?
  • How do you ensure and assess co-curricular activities are planned to meet COs and POs?
  • How do you analyze the impact of extra and co-curricular activities?

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